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Examining Transfer Effects From Dialogic Discussions To New Tasks And Contexts, Alina Reznitskaya, Monica Glina, Brian Carolan, Olivier Michaud, Jon Rogers, Lavina Sequeira
Examining Transfer Effects From Dialogic Discussions To New Tasks And Contexts, Alina Reznitskaya, Monica Glina, Brian Carolan, Olivier Michaud, Jon Rogers, Lavina Sequeira
Department of Educational Foundations Scholarship and Creative Works
This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation. Using quasi-experimental research design, we randomly assigned 12 fifth-grade classrooms to two treatment conditions: P4C and Regular Instruction (REG). To document treatment fidelity, we analyzed 36 systematically selected discussion transcripts focusing on various features of classroom discourse. To evaluate transfer performance, we administered 3 post-intervention measures, including an interview, a persuasive …
Philosophy For Children And The Reconstruction Of Philosophy, David Kennedy
Philosophy For Children And The Reconstruction Of Philosophy, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
In this paper I trace the dialogical and narrative dimensions of the philosophical tradition and explore how they are reconfigured in the notion of community of philosophical inquiry (CPI), the mainstay of the collection of novels and discussion plans known as Philosophy for Children. After considering the ontology and epistemology of dialogue, I argue that narrative has replaced exposition in our understanding of philosophical discourse and that CPI represents a narrative context in which truth comes to represent the best story, in a discursive location in which there are always multiple stories. Finally, I raise the issue of children's philosophical …